m 



How Not To Teach; 




m§\him 




icr sill fl iifll do. 



WITH REASONS WHY, 



APPENDIX CONTAINING APT QUOTATIONS. 

FOR V^&^^_^j}tm& "' 

ISBV 




WILLIAM M. GIFFIN, 



Principal City Training School, Newark, N. J., and Author of 
Giffin's Number Chart, Etc. 



How Hot To Teach; 




'& 




WITH REASONS WHY. 



AN APPENDIX CONTAINING APT QUOTATIONS 

FOR USE IN SCHOOLS./^^'lr—Vl^'fii^ 




WILLIAM M. GIFFIN, 

Principal City Training School, Newark, N. J., and Author of 
Giffin's Number Chart, Etc. 



/UU''hK\ i^^J 



I ^ 



C0P7EIGKT 1881 BY A-S.BAEireS & Od^ 



PREFACE. 



In my training work I am associated with many inexperienced 
teachers. It is by observing their faults and correcting them, that 
I have obtained this collection of "things the teacher should not 
do," which I now give to the public. 

I have no doubt that every teacher (myself not excepted) who 
reads this book will get ''hit:' If the "hitting" does any good, 
I shall feel paid for my effort. 

In my judgment, the teaching to primary children of the quota- 
tions found in the Appendix is an excellent drill. 

They can be taught emphasis, inflection, articulation, and pitch, 
with these as well as from their reading book. It creates an 
appetite for such reading, and has a tendency to cause them to 
read more of the authors from whom the quotations are taken. 

A teacher who uses them will soon find her pupils bringing in 
selections which they have found for themselves. 

At the end of the year, each pupil will know his classmates' 
quotations as well as his own, and can tell who wrote them. 

He is fortunate who has an apt quotation at his tongue's end 
when needed. 

Newark, N. J. W. M. G. 



6 HOW NOT TO TEACH. 

organs of speech to pronounce any word. Not one in 
ten who says wich for which knows that wh is sounded 
hw. 

A teacher should not send a pupil to the black board, 
pointer in hand, to read a sentence. 

The pupil will point to each word, and therefore 
will not read naturally, but as follows : I — see — the 
— boy. 

A teacher should fiot teach the fujidamental rules in 
arithmetic abstractly, but should use the objective method. 
" Sounds which address the ear are lost, and die 

In one short hour ; but that which strikes the eye 
Lives long upon the mind ; the faithful sight 
Engraves the knowledge with a beam of light." 

A teacher should not ask a question of a class, as a 
class, that can be answered in more than one way. 

She will receive from all parts of the room, '' Yes, 
ma'am ; No, ma'am ; " and in a moment the class is in 
confusion. If she desires to ask a question of the class, 
she can say : " How many think so ? hands up ! " 

A teacher should not allow a word to be misproftounced, 
or an error in grammar to be made, without correcting it 
at once. 

This is a part of her work. An excuse that she has 
not time, is no excuse. Has she finished teaching the 
word what, so long as the pupil calls it 7vat1 

A teacher should not call on the bright pupils any more^ 
if as much, than on the dull ones. 



TEACHING. 7 

The diamond will always be in the rough unless it is 
polished. The dull pupils will not learn if the bright 
ones do all the talking, while the latter will learn by 
hearing the dull ones. Bright pupils are, as a rule, 
attentive, while the dull pupils are inattentive. 

A teacher should not become tired of correcting faults 
of pupils^ or of telling them how and what to do. 

Children have rights, and so long as they do not 
understand a subject they have a right to ask and 
receive explanations. She who acts upon this, will, in 
God's good time, reap her reward. 

A teacher should not do for a pupil what the pupil can^ 
with reasonable effort^ do for himself. 

The mind can become vigorous only by constant 
exercisQ. A class will soon learn to wait for the 
teacher to do its work and answer its questions. Chil- 
dren should be trained to observe, to do, and to tell. 

A. teacher should not begin a recitation until she has 
prepared the lesson herself^ and concluded how much of 
the work the pupils can do for themselves. 

A teacher who does not prepare herself, will uncon- 
sciously be doing for her class what they might have 
done for themselves. 

A teacher should not allotv more than one pupil to ask 
or answer a given question at the same time. 

When not having a concert exercise, it is not possi- 
ble for her to distinguish more than one at a time. It 
also divides the attention of the class and teacher. 



8 HOW NOT TO TEACH. 

Again, it is not good manners for one to interrupt 
another. 

A teacher should not apply to another pupil for an 
answer to a question^ before the one who is reciting has 
finished. 

If a pupil desires to finish reciting, it discourages 
him and also deprives him of his granted privilege, for 
the teacher to say : " Oh, sit down ; you are too 
slow ! " If he shows no desire to recite, the teacher 
may call on another. 

A teacJier should not ask a second question until the 
first has in some way been satisfactorily disposed of. 

Time should not be taken to ask questions that are 
not worth answering. 

A teacher should not allow a pupil to ask any question, 
give an opinion, or leave his seat to show her work on his 
slate, without first obtaini?ig her per^nission. 

It will cause constant interruptions, and in a short 
time it will be hard to tell who is teacher and who is 
pupil. There should be a time for everything and 
everything should be in its time. It also has a ten- 
dency to make the pupils saucy. 

A teacher should not have too large a division reciting 
at one time. 

It is impossible to do justice to all, if more than 
twenty are reciting. More, I think, can be accom- 
plished with twenty pupils in fifteen minutes, than can 
be accomplished with fifty pupils in forty minutes. 



TEACHING. 9 

A teacher having charge of a school, should not enter a 
room and break into the recitation with a question of his 
own, without first asking permission of the class teacher ^ 
or excusing himself for his interruption. 

It is just as ill-mannered to interrupt a person speak- 
ing in a school-room, as it is in a parlor. It sets a bad 
example before the children. 

A teacher should not allow a pupil to give a silly or 
ivhat the pupil thinks is a ^Uute'' or funny answer to a 
question. 

If she encourages it, she will, in a short time, have 
a class trying to be more funny than wise. 

A teacher should not tell one class to be doing ^''some- 
thing " on their slates while another class is reciting. 

" Something " is not definite. A class should always 
have an explicit direction or copy. A class told to do 
something, will, no doubt, make funny pictures. 

A teacher should not adopt a loud or unnatural tone of 
voice when teaching. 

Let her be herself, and not overtax her organs of 
speech. The whole class will adopt the same tone, 
and tumult and disorder will be the result. 

A teacher should not allow a pupil to answer a question 
with the rising inflection. 

The teacher is asking and not answering questions. 
It teaches the children to be undecided, and deprives 
them of independent thought. 



10 HOW NOT TO TEACH. 

A teacher should not call the answer to a question 
wrongs if it is not i?i the exact words of the text book. 

There is more than one way to express the same 
thought. If the answer is faulty, correct it ; but com- 
mend the pupil for his effort if it is in the right direc- 
tion, and you will not have dampened his ardor. 

A teacher should not refuse to excuse a pupil from 
standing during a recitation if he complains of not feel- 
ing well. 

If he is sick, it is very unkind to compel him to 
stand ; and if he is not sick, your kindness will be the 
best way to punish him. If his sickness becomes 
chronic, investigate the matter and put an end to the 
trouble. 

A teacher should not teach a pupil how to bound a state 
before having taught him the points of the cof?ipass in his 
0W71 town, and required of him the boundaries of his 
school and the town or city in which he lives. 

Pupils must first be made to understand what is 
meant by north, south, east and west, or they will 
receive the impression that north is up hill, south 
down hill, etc. 

A teacher should not ask pupils of ten years of age, or 
less, to learn more than five new words a day in spelling. 

Five words a day for four days will be twenty words 
a week, giving one day for review. Twenty Avords a 
week will be eight hundred a year ; quite enough for 
pupils of this age to learn. 



TEACHING. 11 

A teacher should not teach spelling orally. 

The pupils will seldom, if ever, have occasion to 
spell the words orally in after life. It is a known fact 
that children will oftentimes spell a word correctly 
orally, and will spell it incorrectly if asked to write it 
in a sentence. 

A teacher should not take time to teach the youngest 
children the nanies of the letters. 

A child can be made to understand that certain lines 
placed thus |\, form a right angled triangle, and that 
other certain lines placed thus leg, form the word leg. 
His knowing that the first letter is /, the second e and 
the third g, does not help him any ; in fact, his natural 
reasoning might lead him to think the word was 
ell — e — gee (elegy). 



12 HOW NOT TO TEACH. 



CHAPTER II. 

DISCIPLINE. 

A teacher should not use a commanding tone of voice 
when asking a favor, or when giving a direction. 

No one enjoys being commanded. We would all 
rather be asked or told to do a thing, than to be com- 
manded to do it. Then, again, the children will think 
the teacher is saucy, and, therefore, will become sulky 
and troublesome. " Please " will never harm a teacher. 

A teacher should not ask a pupil if he has been out of 
order, when she knows he has. 

Oftentimes the pupil will say, " No," adding a false- 
hood to his other offense. It was unnecessary to ask 
the question, as the teacher knew he was out of order, 
and she should have dealt with him accordingly. 

A teacher should fwt, for a moment, hesitate to ask the 
pardon of a pupil or class that she knows she has accused 
wrongfully. 

Morally speaking, it is her duty. The pupil and 
class will honor and respect her for doing it, and when 
their turn comes, they will not hesitate to follow her 
good example. 



DISCIPLINE. 13 

A teacher should not i^efuse to hear a pupil 's side of a 
story ^ after ^ if not in, school hours. 

All men are allowed a fair trial for any misdemeanor, 
no matter what the offense. There should be no abso- 
lute Monarchy in a Republican form of government. 

A teacher should not look always at the faults, and 
never at the good in her pupils. 

" Whatsoever ye would that men should do to you, 
do ye even so to them." We do not desire Deity to 
see only our faults and punish us for them. He has 
said each will be rewarded or punished according to 
his works. 

A teacher should not 7nake a practice of selecting an 
idle, mischievous pupil for her 7nonitor, or to run her 
errands. 

Such pupils are usually smart enough to see her 
motive, and will often be out of order that they may 
be chosen, and hence, are being rewarded, and not 
punished, for their faults. 

A teacher should not allo7V a pupil to sit in the class 
with untidy head, or dirty hands and face. 

It will have a demoralizing effect on the class. 

A teacher should not find fault with a pupil for doing 
what she is guilty of herself. 

The child will see the injustice of such fault- 
finding, and will despise, and not respect, the 
teacher. 



14 HOW NOT TO TEACH. 

A teacher should not be satisfied with the careless or 
noisy perf or i7iance of a direction^ and should not neglect to 
repeat her request until it is performed rightly. 

She is not only teaching for the present, but for the 
future also ; and habits formed when young are not 
easily broken when one is old. There is no better 
way to show the class that the teacher is not satisfied, 
than to have them repeat the direction until they do it 
rightly. The teacher should be careful not to show any 
tejnper. Simply, in a calm though positive manner, 
repeat until satisfied. 

A teacher having charge of a school should not, while 
in a room observing, correct any act of disorder or 
faulty recitation. Neither should the class teacher be 
any more or less strict then than at any other time. 

The children should be impressed with the fact that 
the class teacher has full charge of them. Then they 
will not think they are to be good only when the 
principal is in the room. Otherwise the children 
might loose confidence in the class teacher. The 
principal can correct any faults privately ; or, by 
asking for the class, he, many times, may correct the 
fault and do harm to no one. 

A teacher should not neglect an opportunity of showing 
her appreciation of pupils' tryittg to do right, or of 
instilling into the minds of the pupils a sense of the 
nobleness of doing right because it is right. 

Many children who are in our public schools never 
go to church or Sabbath school. Their only model of 



DISCIPLINE. 15 

manhood or womanhood is their teacher. Teachers, 
how important that the model be a perfect one ! 

A teacher should not take the time of the class to do 
her oivn ivork. 

A teacher has no more right to take the time of the 
pupils than she has to take their money. She cannot 
write letters, make out reports, etc., and teach at the 
same time. Moreover, her duty during school hours 
is to teach. 

A teacher should not allow tattling or tale-bearing. 

Because they relate to petty offenses, and are 
usually, if not always, given from mean, selfish motives, 
in which the children should not be encouraged. 

A teacher should not fteglect to encourage pupils to give 
evidence or information of any wrong done to persons or 
property. 

This is in no way related to tale-bearing. It is just 
as proper for one pupil to tell that another pupil has 
been cutting his desk or destroying his book, as it 
would be for him to tell one man that he saw 
another man steal his purse. The moment the teacher 
asks for information, it becomes evidence, for which 
the teacher has a right to ask, and which the pupil is 
bound to answer. 

A teacher should not compel a pupil to stand, sit, k?ieel, 
or take any other long-continued attitude of restraint as 
a mode of punishment. 

Such treatment is not only wrong, but also very 



16 HOW NOT TO TEACH. 

injurious. The pupil will never have any respect for 
the teacher who takes this mode of punishing him. 

A teacher should ?iot be changeable in her discipline. 

A teacher must be every day alike. Steady, uniform, 
even, regular discipline, must be had. " Never a tyrant 
— always a governor." 

A teacher should 7iot stand before a class that is becom- 
ing generally disorderly^ thinking to herself, ''"Oh, what 
shall I do?'' 

The class will know by her looks of what she is 
thinking. Good teachers are always ready in cases of 
emergency ; and a little positiveness is all that is 
required to subdue the class. She should select some 
one pupil, and make an example of him. The first one 
she sees out of order is the guilty one to her. 

A teacher should 7iot explain any points in a lessoft to a 
class while part of them are working. 

A class cannot work and listen. If she has any- 
thing to say, she should ask them to give their atten- 
tion, and she should not explain anything until they 
all give it. When they are told to work, let them work. 

A teacher should not try to startle a class into being 
orderly or attentive. 

A class will learn to wait for the '* thunder clap " 
before giving attention. A low, but steady, firm tone 
of voice will do the work much better. The desk was 
not made to pound on, nor the floor to stamp upon ; 
and if used so, are of no use in obtaining order. 



DISCIPLINE. 17 

A teacher should not command or order a thhig done, 
when a suggestion will do as well. 

A class will think more of directions when they are 
"few, and far between." " Boys, I would not do that," 
is much better than, " Boys, turn this way and mind 
your own business, or I will give every one of you a 
mark." 

A teacher should not consider '' anything " good enough 
to wear to school. 

A class will have more respect for a teacher that is 
careful about her dress, than they will for one who 
is careless. A class that respects a teacher is not hard 
to discipline. 

A teacher should not call a pupil a sneak, liar, or any 
other name of the kind. 

Because she is causing the pupil to think the same 
of her ; and as his feelings will be hurt, he will be 
indignant, and, probably, will become surly and 
unmanageable. 



18 HOW NOT TO TEACH. 



CHAPTER III. 

ETIQUETTE. 

A teacher should not begin an exercise at the opening 
of school until she has greeted the pupils with, 
^^Good 7ftorni?tg, children,'' or, ^'Good jnorning, boys and 
girls!'* 

Courtesy demands as much. The writer once heard 
a principal of a New York City school open her school 
by saying, " Good morning, children ! " He will never 
forget the thrill of pleasure he experienced when the 
children, with bright, happy faces, responded, " Good 

morning, Miss ." He ever after greeted his pupils 

so, knowing human nature is the same always, and 
if there was that in the greeting which made him happy, 
there must be that which would cause the children to 
be happy. If there are those who take advantage and 
call out in a funny way, a good teacher will at once 
know how to correct the funny pupil. 

A teacher should ?iot neglect to notice or acknowledge 
any little act of politeness or wiselfishness on the part of 
her pupil towards herself, or toiuard one another. 

Many pupils who attend our schools are never 
taught at home how to act ; in fact, they have 



ETIQUETTE. 19 

impressed on their minds, at home and on the street, 
that one should get all he can, and keep all he gets, 
with thanks to no one. 

A teacher should not fail to teach her pupils hoiv to be 
polite to her, and to one another. 

She will make little ladies and gentlemen, who are 
not so hard to govern as rough, thoughtless boys and 
girls. 



20 HOW NOT TO TEACH. 



CHAPTER IV. 

HEALTH. 

A teacher should not allow the pupils to 7vear their 
wrappers, overcoats, or rubbers in school. 

It will be very injurious to the health of the children. 
They are not old enough to have good judgment, and 
if they err, it is the teacher's fault, as she ought to 
know better. 

A teacher should not cause a pupil to sit with the sun 
pouring in upofi his head, or with a cold draft blowing 
in upon his body. 

The first may be the cause of blindness ; and no 
constitution is strong enough to stand such treatment 
as the second mentioned, for any length of time. 

A teacher should not neglect the proper voitilation of 
her room. 

If she does, she and the children are being slowly, 
but surely, poisoned to death. 

A teacher should not neglect to observe and prevent an 
insufficient light in the room, a7i over-sufficient, a wrong 
direction, an improper distribution, a wrong position of 



HEALTH. 



21 



head or body, a long-continuous use of iJic eyes witJwut 
rest, or an improper angle of the book to the eye. 

City Superintendent Wm. N. Barringer, of Newark, 
N. J., in his Twenty-second Annual Report, says : — 
"When we consider the fact that nearly four-fifths of 
all the knowledge of the material world that enters the 
mind, does so through the eye, the health of this organ 
of vision becomes a matter of serious consequence. 
It appears to me to be of sufficient importance to 
demand the careful attention of parents, teachers, and 
school authorities." 

When a class is reading, or when the teacher is 
reading, she should not fail to see that the room is 
comfortably cool, and the feet warm ; that there is 
nothing tight about the neck ; that there is plenty of 
light, without dazzling the eyes ; that the sun does not 
shine on the object they are at work upon ; that the 
light does not come from the front ; that the head is 
not bent very much over the work ; that the page is 
nearly perpendicular to the line of sight ; that the page 
or object is not less than fifteen inches from the eye ; 
that near-sighted pupils do not wear the glasses 
intended to see distant objects ; that the readers are 
not lying down. 



22 HOW NOT TO TEACH. 



CHAPTER V. 



iM U L T U M IN P A R V O . 



A teacher should 7iot teach a day after she has con- 
cluded that she is not, to a great extent, responsible for 
the physical, 7nental, and moral growth of the pupils 
tmder her charge. 

Because the position is too grand, too noble, 
TOO responsible for any such person to possess. 



APPENDIX, 



APPENDIX 



Have the childi-en tell the name of the writer, his birth 
lace and the name of so^nething he has written, as — 
" Sweet is pleasure after pain." 

— John Dryden, England, 1631. 
He wrote Don Sebastian. 

(For other Hints, see Preface.) 



"Sweet is pleasure after pain." 

— John Dryden, England, 1631. 
{^Don Sebastian.) 

" The man whom I call deserving the name, is one 
whose thoughts and exertions are for others rather 
than himself." 

—Sir Walter Scott, Scotland, 1771. 

( Waver ley Novels.) 

" Unblemish'd let me live, or die unknown : 
Oh, grant an honest fame, or grant me none ! " 
— Alexander Pope, London, 1688. 
{Essay on Man.) 



24 HOW NOT TO TEACH. 

" Habit is a cable ; we weave a thread of it every 
day, and at last we cannot break it." 

— Horace Mann. 



" Of all bad things by which mankind are cursed, 
Their own bad tempers surely are the worst." 

— Cumberland, England. 



" Truth, crushed to earth, shall rise again." 

W. C. Bryant, Mass., 1794. 
( Thanatopsts.) 



"The groves were God's first temples." 

— Bryant. 



Once more : speak clearly if you speak at all ; 

Carve every word before you let it fall. 

Don't, like a lecturer, or dramatic star, 

Try over-hard to roll the British R. 

Do put your accents in the proper spot ! 

Don't — let me beg you — don't say ' How ? ' for 

' What ? ' 
And when you stick on conversation's burrs, 
Don't strew your pathway with those dreadful ur's," 

O. W. Holmes, Mass., 1809. 
{The Boys.) 



"Teach me to love, and to forgive." 

Thomas Gray, London, 17 16. 
{_Elegy in a Country Churchyard?) 



APPENDIX. 



^5 



" He who has the God-given light of hope in his 
breast, can help on many others in this world's dark- 
ness, not to his own loss, but to his precious gain." 
— Henry Ward Beecher, Conn., 1813. 

{Life of Christ:) 



" Blessed is he who has found his work ; let him 
ask no other blessedness." 

— Thomas Carlyle, Scotland, 1796. 
{Life of Cromwell) 



'^ What considerate man can enter a school, and not 
reflect with awe, that it is a seminary where immortal 
minds are training for eternity ? " 

Edward Everett, Mass., 1794. 

(Shaking Hands.) 



" Accuse not Nature, she hath done her part ; 
Do thou but thine." 

— Milton, England. 



Men are but children of a larger growth." 

— Dryden, England. 



"A cheerful temper, joined with innocence, will 
make beauty attractive, knowledge delightful, and wit 

good-natured." 

— Joseph Addison, England. 



26 HOW NOT TO TEACH. 

" The loftiest and strongest trees spring heavenward 
among the rocks." 

J. G. Holland, Mass., 1819. 
(^Bitter Sweet.) 



''Absence of occupation is not rest. 
A mind quite vacant is a mind distressed." 

— CowPER, England, 1731. 
{Table Talk.) 



What is it to be wise ? 

'Tis but to know how little can be known, 

To see all others' faults and feel our own." 

— Alex. Pope, England. 



*' Of all the causes which conspire to blind man's 
erring judgment and misguide the mind, what the weak 
head with strongest bias rules, is pride; the never fail- 
ing vice of fools." 

— Pope. 



Any heart turned Godward, feels more joy 
In one short hour of prayer than e'er was raised 
By all the feasts on earth since its foundation." 

— Bailey, England. 



" To read without reflecting, 
Is like eating without digesting." 

— Edmund Burke, Ireland, 1730. 
(Sublime and Beautiful) 



APPENDIX. 27 

'*Oh wad some power the giftie gie us, 
To see ourselves as ithers see us ! 
It wad frae monie a blunder free us 
And foolish notion." 

— Robert Burns, Scotland, 1759. 
[Scottish Poems.) 



" He prayeth best who loveth best 
All things both great and small ; 
For the dear God who loveth us, 
He made and loveth all." 

— Coleridge, England, 1772. 
{Ancient Mariner.) 



" When a man has not a good reason for doing a 
thing, he has one good reason for letting it alone." 

— Sir Walter Scott. 



" If fun is good, truth is better, and love best of 
all." — Thackeray, England. 

{Vanity Pair) 



" I pray the prayer of Plato old, — 
God make thee beautiful within, 
And let thine eyes the good behold 
In everything save sin." 

— J. G. Whittier, Mass. 
(Centennial Hymn.) 



28 HOW NOT TO TEACH. 

'' If you would not be forgotten as soon as you are 
dead, either write things worth reading, or do things 
worth writing." — Benj. Franklin, Mass., 1706. 

{Poor Richard's Ahnanac.) 



" There is no substitute for thorough-going, ardent, 
sincere earnestness." 

— Charles Dickens, England, 1812. 
(Christmas Stories.) 



" Do not look for wrong and evil, — 
You will find them if you do; 
As you measure for your neighbor, 
He will measure back to you." 

— Alice Gary, Ohio, 1820. 
{^Pictures of Coitntry Life.) 



" There is no road so smooth, but it has its stumblin; 
places." — Cervantes, Spain, 1547. 

{Don Quixote) 



" He who gives freely, gives twice." 

— Cervantes. 



" Keep company with the good, and you will be one 
of them." — Cervantes. 



*' Truth may bend, but never break, and will ever 
rise above falsehood, like oil above water." 

— Cervantes. 



APPENDIX. 29 

" Lost yesterday, somewhere between sunrise and 
sunset, two golden hours, each set with sixty diamond 
minutes. No reward is offered, for they are gone for- 
ever." — Horace Mann, Mass. 

^Educational Papers^ 



" When a man has no designs but to speak the plain 
truth, he may say a great deal in a very narrow com- 
pass." — Richard Steele, Dublin, 1671. 

{Political Writings.) 



" Nothing is easier than fault-finding. No talent 
no self-denial, no brains, no character are required to 
set up in the grumbling business. But those who are 
moved by a genuine desire to do good, have little time 
for murmuring or complaint." — Robert West. 



" A foe to God was ne'er true friend to man." 

— Edward Young, Winchester, 1684. 
(Night Thoughts) 



We rise in glory as we sink in pride ; 
Where boasting ends, there dignity begins." 
— Edward Young. 



" Be still prepared for death ; and death or life 
Shall thereby be the sweeter." 

— William Shakespeare, 

Stratford, Eng., 1564. 
{Hamlet) 



\ 



30 HOW NOT TO TEACH. 

*' Revenge, at first though sweet, 
Bitter, ere long, back on itself recoils." 

— John Milton, London, 1608. 
{^Paradise Lost}) 

Man, proud man, 

Dressed in a little brief authority. 

Plays such fantastic tricks before high heaven. 

As makes the angels weep." — Shakespeare. 



" To thine own self be true. 

And it must follow, as the night the day. 
Thou canst not then be false to any man." 

— Shakespeare. 



" Humility, that low, sweet root, 

From which all heavenly virtues shoot." 

— Thomas Moore, Dublin, 1780. 
{Irish Melodies?) 



Errors like straws upon the surface flow ; 
He who would search for pearls must dive below." 
— Joseph Addison, England, 1672. 
Cato {tragedy.) 



Be still, sad heart, and cease repining, 
Behind the clouds is the sun still shining. 
Thy fate is the common fate of all. 
Into each life some rain must fall, 
Some days must be dark and dreary." 

— H. W. Longfellow. 



APPENDIX. 31 

Be not simply good, be good for something." 

— Thoreau, Boston. 



" Lives of great men all remind us, 
We can make our lives sublime, 
And departing, leave behind us. 
Footprints on the sands of time." 
— Henry W. Longfellow, Maine, 1807. 
(Evangeline?} 



" The talent of success is nothing more than doing 
what you can do well, and doing ivell whatever you 
do, without a thought of fame." 

— H. W. Longfellow. 



*' Who can say, 
Why to-day, 

To-morrow will be yesterday ? 
Who can tell 
Why to smell 

The violet recalls the dewy prime 
Of youth and buried time? 
The cause is nowhere found in rhyme." 

— Alfred Tennyson, England. 
{Enoch Arden.) 



" Each must, in virtue, strive to excel, 
That man lives twice, who lives the first life well. 
— Rob't Herrick, England, 1591. 

(He spe rides.) 



9HIII 

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